001All right. Would you mind? >> Not at all, sir. Cara Castton >> here. >> Katie Courtourtney >> here. >> Ken Dawson >> here. >> Chris Vaspinosa >> here. >> April Fean >> here. >> Don Rener >> here. >> And Michael Riskey >> here. >> Thank you. >> Let's stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Yes, sir. We do. >> Pardon me. >> Hello. >> All right, Jerry, you're up. >> You do? Can I make a comment on the end? >> Yeah, it you said you wish to speak about an action item. >> So, you could do it now or if you'd like to come
002back at the end, we could do it at the end. It's up to you. >> Which you prefer at the end. >> Okay, >> fair enough. >> I'm not going to throw it. I'll break it for sure. >> Well, good evening. Um after a lot of work uh this year, we're excited to present to you uh updates and and where we've landed with our attendance. Um before we get into kind of the the details of it, just a huge kudos to a lot of people. Uh that again, this was our main district uh focus. Um as you look at the our statement of work for this year, attendance was our main area of focus, right? And so everything that we did really focused in on that. Um we had a ton of uh different things
003that we put into place this year, right? Um lot of assistance from a lot of different people in the building. So everything that you're going to see is the culmination of a lot of efforts, right? It's not just one uh department, one group, one building. It is all hands on deck. So, I'm really um proud of our district and how we've attacked a lot of this work uh looking at it as um individuals and how can I support it and then as teams and then as a whole, right? So, it's been it's been a great um great focus and and we've really seen uh some great things come about from that. So, just to recap a couple of things. um our our work with EAB has been really helpful in helping us to frame what
004it is that we're doing, why we're doing it. Um we actually in the beginning went through and and determined like what are some of the challenges that we might run into and then how do we plan for those and that really helped us in our in our process. But just to recap some of the new things, remember um Infinite Campus is a brand new student information system for us. Um most districts again first day if they can take attendance um and the the the bells ring and everything works and day one it's a success. Well not only did we do that but we also instituted scanning. Right. So we took um we took on more uh with this and as we learned throughout the school year we were able to take on more and more.
005So, I'm really proud of um our tech team uh for a lot of the work that they they were able to do and troubleshooting um and the buildings for troubleshooting like they identified an issue and they would say here can we make this happen and uh most of the time was we're not sure we'll try it and most of the time we were able to come back and say yes we can or not yet right so we were able to prioritize along those things so you can see a lot of those things uh related to our use of infinite campus. I talked about the the entrance scanning. We also did classroom and office scanning throughout the day. Um we talked about the unaccounted for report at the at the last meeting. Uh that gives real-time
006information for our deans and administrators and able to find uh students where they are in the building. Um some of the other stuff that we talked about, I think that was in January or or one of our earlier meetings when we gave an update on our attendance. Uh we have weekly and monthly data reviews and I'm going to talk a little bit about that as well as our teachers um an emailed report was created to them every Monday and Thursday that came to their inbox and it and it showed how many uh for their students during that time span if a student had a tardy if a student had a single period unexcused absence in their class. Right? So that information went directly to teachers so that they could then make contacts based off of
007that that information. So we tried to make it as user friendly to remove obstacles for individuals so that they could do what we were asking uh them to do. So when we look at this is an example of um data that we looked at every week. So, in uh Hank's happenings every every Tuesday, um he shared the district data where we were at with our attendance. Um and then Arwin and Courtney in each of their weekly communications, they communicated with their buildings where we were at with attendance. So, you can see it uh several different things here. Um this was the the last week of school. Uh you can see it it breaks it down into scheduled minutes, absent minutes. We looked at unexcused minutes and the a big shift this year was that we
008went from assuming students were present to assuming students were absent and we made a a shift to minutes. So we scheduled we have down again you can see the scheduled minutes. So all freshmen during that week had 1.2 2 million minutes that were scheduled, right? And the absent minutes of those,81 freshmen were just um over 68,000. So, we looked at this data every week uh and we discussed it uh in our our cabinet meetings. Then what we also did was we broke the data down into chunks. So, you can see we didn't get going with this right away in the beginning of the school year. We did it after the first eight weeks after we had some cadence and and were looking at the data. We said it would be good to look at these
009in chunks and then compare how are we how are we doing? Are we progressing? Are we seeing a change in this? So I want to point out that through week eight that's in essence double what the other four-week chunks are. Right? So, if you were to look at that uh four-week average uh in that first week uh uh eight weeks, those two would break out to be 4,365 roughly. So you can see we started out and then it went up slightly to 4845 and then it gradually that the trend is that it went down when you look at the the the light uh or the aqua color is district 99 and you can see the the building colors are are shown by blue with uh south and purple with north. So you can see that
010is by those chunks of time where we were at with the number of of tardies. Then we went through and we also looked at single period uh absences. So again using that same thing in that first uh eight weeks >> that's number >> breaking that down into two chunks. We're at about 3,395 per each of those first four weeks. It jumped up a little bit to 3665. And again, you can see the general trend um was down weeks 27 to 30, we talked about that. That was in the month of March. Um and so we are also, you're going to see near the end of this presentation, we're tracking the weeks that we saw uh differences in in attendance. Why is that so? Right? And and what do we need to pay attention to uh
011next year as we go through that? >> So that was that's another thing. So every four weeks we did a deep data dive in our in cabinet and we looked at the data and we had a a data protocol. Courtney did a great job of leading us through that every time where we went through and talked about okay what do we see in the data then we talked about what are maybe some of the reasons why that's happening and then we talked about solutions. What could we do? So throughout this entire year it's been an iteration after iteration. Right? If you think about each four weeks where we identify something and say okay what could we do differently what do we need to address um and the buildings uh then sometimes it was we're not
012sure how to do that they would go back to the buildings talk about it with their leadership team and they would come up with solutions and then we would try to figure out how do we implement that how do we provide support uh for those those things to happen um next I'm going to ask um Karen and Patrick uh to talk about building level work um and what it is that they did because again the buildings did a great job of trying different things and um identifying solutions. That was one of the great things. It wasn't just here's this problem, right? Let's be solutionsoriented and they did a they did a great job with that. So Karen, >> sure I want to really highlight that this was an everybody effort. Um, like even was as
013I'm looking at this bulletointed list, our communications team at the district office played a big hand in developing the ad campaign and then that gave the deans and I and the administrative team at the building level like a place to have inspiration to draw from when we were trying to address kids still coming late to school and how do we better message that? How do we get that out? um our security team, you know, we wouldn't have been able to make the unaccounted for student report work without security taking that report every single period and and looking for students. uh our CMG helped with the physical arrangement of furniture in the commons to be able to kind of like shrink the commons during study hall time so we could better supervise students and better account
014for them coming and going and then you know tech every time we had an idea and we were like we need a report for fill in the blank um super responsive so we were really fortunate to have that level of support at the buildings um some things to highlight from this list um and this actually was an idea that came from the the teachers was the first and last 10 minutes of every single class period. Teachers were not allowed to write students a hall pass. And that made it possible for our security and dean team to make sure that the hallways were cleared at the start of a period. Um because if a kid was in the hallway, they knew they didn't belong there. So, let's get them where they need to go. Um, the
015tardy brigade was another idea that we tried when we realized we were struggling with kids getting to the building on time. Um, and there were a few different iterations of that. The first was um, actually issuing a detention upon arrival um, for kids that had met the threshold. And then then we also tried a positive approach of like not necessarily issuing the detention right away, but like it's going to be automated. You're going to get this detention, so here's what you need to do to be responsible. If you were called in late, make sure you go to the attendance office. Those kinds of things. We handed out little slips with cute little sayings on them. Um, and then it was like, you know what? Let's just ask some questions and find out why. Why are
016you late today? Um, and we kept some survey data to help us better make sure that our response to the late arrival to school was the right response. Um, we're still working on that. Uh, but um, and then, you know, even like, uh, Jake, our associate principal for instruction, had the foresight last summer when building schedules and trying to resolve conflicts to minimize the number of students who would have a study hall during the lunch periods. uh because it gets really hard when we've got up to 800 students in the commons that are there for lunch to also identify that there are some kids who are there for study legitimately and they're not necessarily skipping class. So you might have seen them two periods in a row, but one was a study and one's a
017lunch, but we really minimized that. Um, so we didn't we were better able to tell who needed to be there when they were there. And then student activities and our Mustang Way pitched in um and came in big time with all of the incentives for excellent attendance. Um, and really, you know, whatever ideas the dean team and I had, we've tried to figure out a way to make it work. Um, we definitely are more well informed now about what's what's a hit and what's a miss um and what's what to try again. >> Uh, so to start thinking about things that happened at North, I would be remiss not to give a shout out to all the people who were able to contribute to that. Um, this was my first year in this role and
018it was interesting for me to learn about how much I can ask people and how much I can dream. Uh, so when we're thinking about Infinite Campus and I would, you know, start a conversation with Travis or Phil and say, "Uh, so I was thinking about this and then, you know, within a week they could turn that stuff around." Um, so still learning so much about Infinite Campus, like we're continuing to build in that. Um, and it was it was really encouraging and people would take your ideas with enthusiasm. So Travis, Phil, Jim, Tony, Ryick, everyone who made those things happen. Uh it was super important for us because, you know, at the very beginning it was so much of us trying to get Infinite Campus off the ground. Uh much like, you know, flying
019a plane while building it. So at the early onset, you'll see we started with uh community education and also making sure that we had people be informed about what was changing and how it was changing. Uh so we started off by making weekly communications. Courtney sent a lot of those things into the community. Uh we sent out a chronically absent report each semester which was an interesting learning opportunity for everybody. Um as we well the we were understanding but the community was like well I these are excused absences and then we had the opportunity to kind of get them in the fold uh and allow people to understand what chronically absent really is. Uh we also did a projected attendance report uh towards the end for the last month of school. were saying if you
020come to school every day this could be your attendance. So just giving some people some encouraging there our encouragement there. Um to start the year we identified every student who was chronically absent prior to that and the alpha team supported by making either a dean, a counselor or a case manager make that initial contact. So they were able to get them to buy into the engagement of the school year. Um you'll see that the tardy brigade was on that first slide. Um our kids affectionately renamed ours the tardy party. Um so you know we met them with with enthusiasm to have those conversations. Um that created uh the unaccounted student report was super helpful. Uh it allowed us to really partner with security and have them interface with students in that accountability. Uh so that
021is when things actually took a big turn for us because the teachers felt supported, the students felt seen and it was just all of us being invested in the same thing. Uh some of the other highlights here is that we automated recognition for positive engagement. Uh give a shout out to Tim Tilton who was our voice of positivity and the announcements and allowed students to receive these um different gifts and encouragement through that. Uh our own Justin Anderson from the front office went into the community and came back with like a whole bunch of stuff from Andes and Duncan and Starbucks. And I'm not sure how he did it, but it was highly effective. Um, and the kids were really excited. It was it was really interesting to see students rush into the dean's office
022because that's not a place where they're they're accustomed to having like, you know, the the best experience. They usually leave feeling better than they do walking in, but this was, you know, all positive the whole way through. Uh, so there was there was a lot of things to celebrate there as we were working with Infinite Campus and then, you know, getting everyone to buy in in this effort. So you've heard some of the things that that have happened and and we're talking about kind of that progress throughout the year. So we're going to look at our our data by quarter. So what we did again each quarter um we met at one of our exec council meetings we would sit down and we would look at the data and we would say okay what now?
023So in addition to the weekly cabinet reviews and then the every four-week reviews we also at exec counsel would go through the through the data. So this is uh focusing on tardies, right? So if you look at the first quarter, after the first quarter, we had 11,03 tardies. If you were to project that all the way through, we'd have 44,000 and a little bit, right? At the end of the year, you can see it slowed down, right? You can see that in in the beginning there were distinct students. So what that means is that there were 2572 students that had those 11,03 tardies. So across our district 2500 just a little bit more were tardy at one point or another. They had at least one tardy. So when you look at that average per distinct
024student it's 4.28 tardies per each of those students. Again if that trend were to continue we would be at a much higher than where we ended up. So through the tardy party, whatever you want to call it, right, the the brigade, those conversations, um lots of work by a lot of people having individual conversations with students. Remember, part of our goal was for to improve our attendance and support our students that were struggling. That's a lot where the alpha team really was beneficial and they met the the students needs there. So we were talking about this data today that that last right through the the last day of school. uh to put it in perspective and Phil had a great point while we were talking about the data. Um that's 10.38 tardies per each of
025those just under 3,700 students. That's about one time a month, right? A little bit more than one time a month that a student would be tardy to their to their classes. What that equates to when you look at how many periods we have in there is a 99.1% on time rate. So when you look at the number 38,000, I might be like, man, that's a big number. We have a lot of kids and there's a lot of opportunities throughout each day, right, when we look at our our tardy numbers. So to put it in perspective and and what that looks like. Um >> Travis, I just also want to point out that we have to call out there that we called out this morning >> is that's of the students that had one or more
026tardies. There's a big chunk of students there that >> right were 100% on time for an entire school year, right? >> Yeah. We had about a thousand students, right, that weren't tardy at all. This is if they had one, that's where the distinct student count comes in, right? So even in looking at through quarter 1, we were at 2572 and then quarter 4 at 36.96. You know, 1100 more students were tardy in that time. It could have been once, it could have been 15 times, right? it the number uh is not um we don't know what that number is in those 1100 but we didn't have a where every student was tardy so thank you uh for for pointing that out so that's our our tardy number so I'm going to shift to our our
027next which is our single period AUS and again just to clarify what this is this is a student that missed one period during the day and it was unexcused right this is not like a half of a day or a full day or anything along those lines. They missed one period in the day that's unexcused. It could have been first period, could have been fifth period, could have been eighth period, right? Any but it was just one uh period in in the day. So again, you'll see very similar uh numbers in there when you look at in the first quarter we had 8,000 almost 8,200. We'd have over 32,000 if that trend continued, right? Um so for the entirety of the school year um for the 3596 students again about a thousand of them didn't
028have any single period AUS they averaged about 7.89 single period AUS for those those students. Um, again, that is on average less than 1% of the periods for these students throughout the school year, right? When you look at that 3,596, um, we want the tardy numbers to be lower. We want the single period AU numbers to be lower, right? So, we're not we're not settling. We're not happy with that number. Right, Hank? We're not happy with that. satisfied with >> not but sat but we're we're not satisfied but we are we're this is the first year that we've dug into this data like this. So we couldn't tell you last year what what was our first period, what was our third period, right? So we're really um trying to tell the whole story and next
029year gathering the data and continuing will help us um even more uh in that. >> Can I ask you this? This is just a lot of data for us to kind of like >> take in. Yep. >> When I'm looking at quarter 4 >> Yep. >> That's 7.89 89, which is the the average number. We don't know if it's the same kids missing each, right? This is just an average. >> So, you could have a child who I think I talked to this point a few weeks ago who is always going to miss a class because, >> right, >> math just isn't their class. But that's not what this is telling us. This is just saying over >> you're getting the like 30,000 foot view here, >> right? So, you're That's hopefully what we want
030to be looking at going forward. >> The kids that are probably missing one are maybe the kids that are probably missing more. >> We don't know that though. >> We do do we do >> Yes. And the and the buildings are having those conversations and working with those kids. >> So >> this is not this is the like the board view 30,000 foot view of the world. >> Right. So, so you can understand like so my questions are like so where wait like the K we need to look at those kids so me not knowing that information >> that's what they're doing. Yes. Yeah. This is just the big overarching report on kind of benchmark after this year where do we sit? >> So yes they are having those conversations. They're tracking those students. Right.
031So we have we have a three tiered uh system that identifies students that are having uh that need additional support. Right. So, one of those is attendance, one of those is grades, and one of them is behavior. And when they hit all three triggers, they're getting interventions. They're having they're getting additional support. All of those things are are happening at that level. So, completely agree. That doesn't mean that all 3,596 of those students had 7.89, right? Some some might have had 15. Uh some might have might have had >> you might have outliers and might have correct. >> Um >> Yep. So, it's just to put it in perspective of what that looks like for those on average, but yes, there are higher and and certainly lower. >> And can you remind me how does
032the um formula work for if a child misses one class, but they're still in school. It doesn't hurt our overall school day attendance for children because they are still in the building. >> I'm going to talk about that in like three slides >> because >> Yep. Yep. >> Very good. the same way. >> We're right there. We're right there. Okay. So, that's the single period I use. Uh this next one is is really exciting. So, we talked about engagement and what does it mean for students to be involved in extracurricular activities, right? So, what we did was we broke this down by season. So, we didn't have anything to report in the first quarter because the first season wasn't over, right? The fall season wasn't over. So when that was over, we looked at through
033December 19th. If a student was in an activity, uh that meant that they were in a sport and or some type of a club, right? Anything along those lines, that number is in there. So in the fall season, just over 60% of our student population were involved in either a sport or an activity. Their attendance rate was 95.3%. And this is minutes, okay? Because I'm going to talk about the difference. This is this is minute calculations. 1830 of our students were not in either one, right? And their attendance was 90.66. So you can see almost a 5% difference in attendance of being engaged in in one of those one of those things. That trend continues right through quarter three, which would have been the winter season. And then we did the same thing for the
034end of the year for the spring season and what that looks like. And we were, you know, between 55 and 60% during that one season of our students. But then when you look at throughout the year, 71% of our students were in either a sport or an activity throughout the the school year. So when I look at that throughout the year, their in the entirety of their attendance regardless of whether they were in season or out of season was 93.61% as compared to 1300 of our students were not in either of those types of activities and their attendance was at 87.07%. So being engaged as we've been talking about matters and it makes a difference and we can see that the the data backs that up and and supports uh what that what we've been
035saying and now we know it to be 100% true. >> Okay. Do you see any um any correlation between like a student who just had a fall sport and then did not have a spring sport and if their attendance dropped like the other >> so they would move they would have we didn't get that granular this year they would have moved into then this 2000 number >> right so >> for the 1936 >> yeah I can't say can't say whether you know their attendance stayed at the same or or not um but we did just look at students that were in season, if you will, during that time and engaged and then those that were not. It's a good question. >> And this is a combined north and south, >> correct? >> Yep. This is
036for the entire district. >> I'm just The point being is like I'm not calling my kid out of school because they have a game tonight, so that's contributing to higher attendance in season. But in the spring when my kid does not have a sport, I'm more inclined to do that. >> Correct. >> I guess I'd like to know if that's actually happening. >> We can we can look at that data >> or if it's truly just these kids are actually more engaged than the non-activity students and therefore have higher attendance because of their engagement. I I would say it's it's probably more the the first part that you talked about um just due to the fact of students may be in a in an activity that lasts an entire year, right? So they they would
037be in that top column all year long >> like band, right? Um students that are in sports, we have some probably multiport athletes, but most are single sport athletes >> or two, right? So, um, that that I would say that definitely can have a have a factor, but we can we can dive into it to see for sure. Okay. So, then the next uh the next slide talks about our contacts. So, we talked about what the um the Monday Thursday report that our our teachers received. Um so you can see as we were figuring it out and going through in that first quarter we had 1,020 contacts that were made uh to 661 distinct students and you can see we grew more in that second quarter right almost 14 a little bit more than 1400
038more then about uh another 1,400 and then about another 1400 right so we had consistency in about 1,400 per quarter of contacts that were made. And this is specifically for attendance, right? This is not I can tell you there's a lot more contacts than uh 5,325 throughout the school year that are being made by our by our staff. But this is >> those generated contacts like the text message that parents would receive. >> Nope. This is >> is a phone call or an email. >> Correct. by by a uh a staff member >> and they also took the time to log that they >> and they logged it into Infinite Camp, right? >> And these rolling numbers that we're seeing, are they independent of each quarter? >> No, that's the total. It's the total through
039that. >> So, it's not a Yeah, it's cumulative. All All of the data that we're we're showing is is cumulative through that. there. Yeah, >> it's a good question >> because I feel like the rolling to see it that to see it this way instead of looking at that the delta between each one. It would be a very nice way to look at >> your quarterly reports. >> Yep. >> That's why and it's about 1,400 each, right? Yeah. As as >> which is the growth that you talked about >> and and we're you know there were 700 more students, right, that distinct over that over that time in the second quarter uh that were that were contacted. So the total the total N if you will right of the distinct students that received a contact
040was 1945 students and again that's off of that that is not the automated I can tell you anyone that has single period AU or had a tardy they got an automated right so but we're not counting that we're we're counting the the additional effort uh by our staff. So overall that means about 41% of our students over the course of the year had a contact direct contact that was logged by a teacher over the course of the school year >> regarding attendance only about five other codes that were heavily used over the course of the year. >> We had a separate one for grades, second separate one for behavior. Right. So there was other >> Absolutely. >> So there is automated messages that go out for missing a single class. >> Yes. >> Correct. >>
041Each class missed every day. >> Yeah. >> And if they missed more than one, right? So they get So there there's an automated regardless of if they miss one or more in a >> That's nice. So then it goes all into their pro into the program. >> Yep. Yep. So all of that culminates into our when you look at our attendance and this is what I was talking about with the how it's calculated right so when we calculated it based off of minutes again that's a change for us but what that means is that every single minute is counted >> okay so that that's a big it's a big difference than saying you know well a student was tardy but they still came to class they might have been tardy nine minutes into the period
042if they were tardy 9 minutes into the period, they're getting credit for being present for the remainder of the class period. They didn't get credit for that nine that 9 minutes. So when we look at that that top number, that's the minute calculation. And again, this is a running right through that through that time period. So if we look at quarter 4, our overall district attendance for the entire school year using the minute calculation is 92.29%. Okay, that's every student that was here at any point in time during the year, right? Whether they they were here for a week, two weeks, the entire year, that all of those minutes are are calculated in with that. >> Could you re I'm sorry, I have so many fun questions. fun. >> Could you remind us how the
043breakdown of um minutes is with the block and the different scheduled days because I know that there's times where students have more common time or right because like you've got your two days that are your block days. Yep. >> What do those minutes because I'm just wondering how those minutes kind of calculate or how that's going to adjust a student's weekly schedule if that makes sense. It does >> because they're looking we're looking at different amount of minutes. >> Y I don't know that off the top of my head. So I can't I can't pull that that number um in looking. But >> it's going to be based on their schedule too whether they have like >> because four days they have what is it >> 47 eight 47 minute periods. Then they're going to
044typically have a day with uh four 78 minutes and a day with three 78 minutes >> plus two on those block periods. Two 35 minute access periods. >> 30 >> no 35 >> 35 minute access periods. But it all adds up to be a a full school day, right? >> Well, I just I I found it interesting when you were talking about how DGS tries hard to not let students go the first and last 10 minutes. >> And I know as a teacher in block, I mean, those kids come in wanting to ask as soon as they walk into the door. So, I was like, well, that's a really interesting thing that that we're looking at, hey, you're coming in and you're sitting down because how many minutes do they have between classes where they
045could even use the restroom >> with a five minute passing period. >> Yeah. >> So then like on a regular on a regular scheduled day, we're we're looking at 20 minutes where they're going to be able to do that. And does DGN do something similar? Not we do not have like a 10-minute rule, but we have encouraged our teachers to make sure that students are getting accustomed to the classroom because a lot of them have um like bell ringer activities and things that get them started. So, it's really helpful to have them be engaged from the start. >> Yeah. >> So, but the the rule itself was not something that we put in this year. >> Okay. Because that would be a nice engagement piece. That's something I know you're wanting teachers to look at
046going forward. >> So, just making little connections. >> Okay. >> Y. So then the next line is the federal calculation and this is what is on our school report card. So it's important to to understand the difference. We we wanted to look at minuteby minute because part of our conversations with kids is every minute matters, right? Every day counts. Everything matters. So get to class. Um be there as much as as uh we want you to be there the entire time, right? And engaged. So when you look at that federal calculation, um we end up the year at 93.56%. Um last year our district uh average for attendance was 92.5%. So I I say this loosely because this is our first year using the system, right? I believe that we're going to be about a
047a percentage higher in our attendance uh when the next year's report card comes out. Now, there's a lot of variables that are at play that the state once you send them the data, they do some data analysis, manipulation, metrics, right? And so it could be it could be different, but this is what with our understanding of of Infinite Campus and how it calculates, we believe that to be accurate. Um so one of those things again when we look at just the minuteby minute we were at 92.29 and our average was 92.5 last year using the federal which uses half days and full days right so a student could miss a period every single day and get a full day of and get a full day of attendance. So that's a drastic difference in in the
048calculation and how we're looking at it. So regardless, we improved our attendance, right? I can say that with with uh conviction and and belief that that the work paid off. >> I also want to go back to those numbers with what we started with. Last year, the default was that a student was present, right? And somebody had to mark them absent. >> This year, the default was that you were absent and you had to scan in or be marked present. So you would just assume if we did nothing with that change that our numbers would have gone down because the defaults is that they're not there, right? So even with that variable there, our numbers got better. So I I it leads me to believe that it's much better >> than what it would have
049actually been last year. It's just impossible to tell because the calculation method flipped over the other direction. Would it be reasonable to believe that if we made a mistake last year, the mistake was in the students favor of being present where this year if there was an error in in it, it was not in their favor. The error was that they weren't there. Right? So, uh even with that factored in, um it's a 1% increase. >> So, we met our we met our target for what we set, right? We wanted to beat our attendance rate the previous year. When you look at our chronic absenteeism rate, we wanted to be lower, right? Because you want less chronic absenteeism. Um, so that again, that uses a federal calculation. Um, and last year's rate on our report
050card was 23.3%. The number that you see there, 23.02% is a minute calculation. So, we cannot I I have not been able to figure out how to do the math to get that because there's a lot. You want to talk about data stuff that they go through. If a student was ended the year with us, but say they were here for five days, the previous 170 days that they were in another district or other districts count in our chronic absenteeism. So, this is with the students that are in our building. That's where we're at. We can't say definitively that. That is much I'm holding that with a much looser hand because we we don't know. We don't know what the experiences of the students are in in other buildings if they transfer it into us.
051>> Dina has spent more than a decade trying to figure it out what it's going to be before we get it from the state. There's just no way to know because as Travis said, students that are coming and going their attendance at their other schools counts for or against us. So this is our own internal numbers. So, expect that to be a different number when we get our school report card around Halloween of this year. Uh, will be all of the variables that we can't account for. So, you know, when October comes, please don't say you said it would be because I have no idea how that that state number will end up. That's just our own internal calculations. Good. Okay. So, what that leads us to um in in looking at in in whole
052and this is what the data that we looked at this year for the entirety of the school year. Okay. Our tardy count, you can see it's broken down by period. Anything stand out to you? Right. First period um and even second period, right? When you look at both of those things again, a student could have a single period AU first period and then be tardy second period. There's a lot of different variables that are at play here, but first period stands out, right? The first period of the day. Same thing when we look at our single period AUS. Um first second period's a little bit closer, right, to that, but first period that sticks out. The other thing that sticks out is fifth period. And that's our our last day when we look at our
053first and our last day last periods of the day. So on our block days, fifth period is our last day. Eighth period is our last day on the other day. So if you look at that, you're you're seeing fifth and eighth. So it's the beginning and the and the end. And we're having conversations again around that. What does that look like? What can how can we approach uh that and and put those into place? And we're actually meeting tomorrow to to come up with some different solutions and and to to brainstorm on some of those uh those different pieces. >> And have the students been directly asked, "Hey, why are you missing first period?" >> Some of them um that that's definitely one of the things we need to harness more next year. But um
054part of our tardy brigade was really not necessarily why are you missing first period, but why why are you late school? Um and some of them wound up if they you know if you're more than 10 minutes late it counts as a period absence. >> Um so some of them would have actually landed in that absent colum column instead of the tardy column. >> I would be curious to know um h how much they say that it's just the time of the morning. You know I know there are start time >> handful. Yeah. Start time. Yeah. Um, I'd be curious to to see what other districts who start later, what their numbers look like. I know there's there are a handful of districts throughout the country that are looking at later start times for students.
055>> We're one of the later start times in the area >> in the area. >> Oh, yeah. Absolutely. Yeah, we're probably maybe the latest one in DuPage County or >> right around there. >> Just think it's worth looking into. may be helpful in the future to separate these last two slides um on like block versus non-block days just to see the like hour by hour because when I saw the fifth period I was like oh it's got to be like a lunch but then I forget that there's the two block days where that is the end of the day. Um so I think maybe moving forward having those two separated just to see like okay at 12:30 there's a increase or something like that um might be helpful because otherwise I was like oh man
056the kids are like sneaking out halfway through the day. No, just >> they're not. And and and one of the other things we've had to get used to in Infinite Campus is period one is always the first period of the day. >> Period 2 is always the second period of the day. Right? So when you look at periods one through five, those are happening every single day of the week. Periods six, seven, and eight are only happening on Monday, Tuesday, and Friday >> on our non-block days. Right? So that that's another thing that we've had to get used to because we're used to >> in block days we would say period two is meeting right and and really that was it's that's period one in our in our schedule. >> Gotcha. >> When we talk
057about infinite campus um so that's something when we've analyzed the data we've had to remind ourselves okay period one really is the first period of the day. It's not you you get where I'm going with that, right? So, what that all has led us to and and you you've seen the statement of work, right? You you understand kind of where we're at. Um attendance and accountability that that's been established in this school year. We're going to build on that, right? and we're working towards that and and our action uh our statement of work with that is that we're monitoring intervention reach and frequency overall attendance rate chronic absenteeism first period attendance by building again that goes with um tardies and single period AUS or just having an absence in that first period and then a
058low attendance week patterns compared to prior years. So there are a couple of of uh weeks that we identified uh this year. One of them was Thanksgiving week, right? So that that was something that fed into and we talked about as as part of our change. Uh with that question, >> is there any correlation between students who consistently miss first period and chronic absentism? >> We I can I can pull that. I don't have that data off the off the top of my top of my head. Um, typically the the chronic absenteem chronic absenteeism is going to be more of a of a fuller day. So it's not going to be in that single period AU data that I shared >> because that is again just if they missed one period in the day. >>
059So there are kids who are just consistently late to first period. >> Correct. >> But may be perfectly in regular attendance thereafter. >> Right. Actually, what our data shows is once a student is on our campus, then they are generally in class and they are generally in class on time. The hardest part is getting kids to school and getting kids to school on time, which is one of the frustrating things in the data. It's one of the things we have very little control over. That's why, you know, obviously continuing to work on first period is a focus, right? And if we hyperfocus on that one, the more students we can get in the door to start the day, the better our data will be overall. Two, this is about relationships with families and students because
060a lot of our students do report that I'm like because my parents dropped me off late, right? Well, that >> that's not in the students control necessarily always. Sometimes it is. Uh and it's definitely not within our control as a school. So, you know, how do we move that needle knowing that we're trying to impact a variable that is less under our control than the other ones which we are seeing the things under our control, Karen, Patrick, the teams and the buildings are are very much controlling those variables and getting kids to class, getting them there on time. Um, so that's one of the challenges here is how do we lean into a variable that's less under our control than the other ones we've been working on uh this year. >> Do we see any
061correlation between grade and first period absenteeism? Like ninth graders more likely or once I have my car and I drive to school more likely to be on time. I can speak at South our bus riders are at school on time. >> Okay. >> Uh because the bus is dropping them off. >> Yeah. >> On time. Um our students who have earned parking privileges are on time. >> Okay. >> Because they did what they needed to do to earn the parking privilege and they're generally kids who have the habits that will get them there. Um >> the kids that are showing up late are neither of those two groups. True. Right. and and and the grades part, we we've dug into it a little bit, but not to that level of breaking it down by period.
062Um there uh our chronic absenteeism, correct me if I'm wrong, but I can't remember what the the data is. You you shared it today. Can you recite that what you had >> with the chronic the when you look at your chronic absenteeism list the number that have all >> so we have almost 50% of our students with chronic who are chronically absent have a bes so it's not the profile that we used to see um kids are a lot of students who are chronically absent are passing all of their classes >> there there's not as much of causing Right? There's more correlation now with with those types of data metrics. >> That doesn't mean that those ABS or C's didn't come without a heavier lift from our team though, right? That that is obviously a
063teacher interviewing or other supports or counselors or all of those deans obviously. So, a a student with poor attendance that's earning an A, B, or C is probably coming with a heavier organizational lift than a student that is there regularly in attendance and earning an A, B, or C. >> Plus, they're missing out on social emotional learning. Plus, they're interrupting class activities that require their regular attendance. So, >> yeah, >> just because they have good grades doesn't mean we are going to be lax on them. >> Correct. Correct. Patrick, anything to add to what we've discussed from the building perspective. Okay. Any other questions on attendance? Thank you team for all of your work on that report and the data crunching throughout the year. >> Uh just one final thought. Do you have like goals
064for next year? Have you thought about as a team? >> That's what the next month is working on starting with our meeting tomorrow. >> Okay. So, we'll come back with updates as we head into the next school year as to what those goals are and what the kind of work general work plans are for the year. So, the month of June is really the administrative team focused on putting that all together. >> All right. Next one up is behavior. >> So, you get the same team. We're we're talking about this again. and and as we're talking about the behavior component of this and and the different areas there, I want you to you you saw the memo on the handbook changes, right? So, you can see a lot of the what we're talking about is
065is related to this. So, just think through that lens as well with some of the conversations that we're going to have. So, really we're going to focus on the attendance and the impact on behavior. Um attendance has had an impact on grades as well, right? remember when we talked at the end of the first semester and we saw look our attendance is better, our grades of our students are better, right? Um, and that's not just attendance, but it's also cell phones, it's also our academic integrity. There's a lot of variables uh that are at play and and that support that. So when we uh continuing with the the attendance uh we talked about the single period unexcused absences and uh excessive tardies is where students receive consequences uh for those types of things. Um again
066as we were talking about in the beginning of the year um our practices have evolved and shifted throughout the entirety of the year. So um we did automate uh and and what that means is that when a student has a single period AU at at South um then they were getting a consequence for that that was automated. It would be communicated to them be communicated to the family. Um it would be processed at the end of the school day. So teachers have until the end of the school day to clean clean up the if if they missed something or it came through. So what that means though with that automation then sometimes we had to go back and clean things up and you see that at the very bottom automation is problematic and the cleanup
067is needed when mistakes occur but we want to be timely with information right and so that's the that's the the timeline that we've worked with and then uh tardies for the majority of the school year were also automated at at South. We didn't get that going right away. Um but we figured that out um about how far into was that >> second semester >> um for the automation. So second semester is where we were fully running with uh that automation. Um and then at North they began with automating with second semester with tardies only. They didn't do the single period uh AUS. Uh next year we plan on doing the automation for both for single period AUS and for tardies at both buildings. Uh we're going to stay consistent um uh in that in that
068approach. So things that we learned from that automation of of this year, it's helpful, you know, for consistency um and streamlining the process, but it also it also is problematic in that we have to clean up, but it also helps with our attendance in getting it cleaned up, right? if there was an error or something along those lines. If there's an automation, we're we're addressing it a lot quicker, uh where then that is, hey, I I received this. I was there. They go and talk with their their teacher, get it cleaned up, and all is good, right? So, there's, uh, there's benefits and and drawbacks to that. So then we're looking at um shifting gears and if you guys when you were at the um the parent teacher advisory you heard this with the Bcode
069uh information and we saw a definite impact um on that. So I'm going to uh transition this over um and I think that uh Patrick is going first with the bode. >> Uh just a quick summary. You may have heard uh Kelly and Karen talk about this here previously. You may have heard me talk about it at the parent teacher advisory over the last couple years. I was formerly the path coordinator. Uh so this is D99 supportive approach to discipline. This is the inschool intervention program. So this is where students are you know have a level of accountability for their behaviors where it's being processed in the school keeping them connected to both their learning as well as you know accountable to their peers. Uh so what this does is it encourages the students to
070engage in restoring those relationships uh as well as thinking about how it impacts others. That's always one of the more interesting moments once you have a student who's confronting the mistakes they made and you say, "Who else did this impact?" You know, at that age they're often like, "Well, me and then it stops there." But if you ask kind of push on that, it really helps them think about like their general impact on the community and the school that they invest in. Uh so what you'll notice here uh is that the recidivism or the repetition of these Bcodes which is uh essentially the things that would get you uh suspended right um so we have about an 80 well we have an exact 80% success rate um so this year there were 20 students who
071met the threshold of receiving a 3-day inschool suspension. Uh and then those three days are used to help those students um work with that behavior and think about how it's impacting others. And then the overall goal is that they don't make the same mistake, right? So like we we accept you and you make mistakes. This is a high school. That's what it's here for. So uh the the goal is just not to repeat. But of those 20 students, uh two of them did repeat that. So overall very effective. And similarly at South we uh had an 80% uh success rate with PATH this year as well. You'll notice kind of a downward trend both at North and South over the years which helps us recognize that PATH is working um by and large, right? Um,
072but also I think what really helped limit or or con reduce the number of referrals for a B-code violation is the fact that we had strong tier one attendance interventions in place. Right? When students are in class and learning, they're not in the hallway engaging in misbehavior. They're not meeting up with a friend in the bathroom to do naughty things. Um and um so when we as educators think about the tiered processes is it's just a really strong reminder to us of how important tier one is. Um and will continue to be. But we continue to be really proud of our path program and grateful that um that the board supports it, the district supports it. Um our students are much more connected. There are many students who go into that program not able to
073identify a trusted adult in the district. And by the end of the three days, either they're naming the path coordinator as that trusted adult or through their conversations with the path coordinator, they're like, "You know what? Actually, I really do go to fill-in- thelank person if I need to." So, um, just even helping students to identify those connections um has been really, really helpful. >> So, next is academic integrity. You'll notice at DGN there was 94 distinct students um that met or were made the mistake of um cheating on one of their assessments. Uh this approach this year has shifted from being like reactive discipline to learning centered. Uh and these lessons actually take place in the inschool intervention room. So, uh, the academic integrity committee partnered with our path coordinators to find a home
074for that work, which of course that's like a perfect place for it as we've talked about the in school interventions and the path programs. Uh, so that's been continuing to develop. I know our AI committee right now is doing a lot of work to identify what that challenge is going to be like uh, and how that's going to complement the acade academic integrity lessons. Um also here you'll see that DGS had 62 uh distinct students. Uh and then you can see that the recidivism rate of that is less too uh as the students are getting accustomed to learning about this. So on the next slide you'll kind of see some of the things that I was touching on. >> Yep. The beep. Sorry. >> Yep. You're all good. Uh so a lot of education at
075the onset of this uh as the the system itself has four different steps. So our staff needed to understand how they're working cooperatively with the deans. Our path coordinators needed to learn how they were going to support that in the room and how all the scheduling took place. Uh so this developed uh a few times throughout the year. Uh and then this summer with the AI academic work uh that's going to improve that as well. Um, but you'll see here at the bottom key takeaway. Uh, this is a skill and we want to make sure that people are accountable and we want to make sure that we're teaching our kids when they make mistakes, uh, that there are ways to avoid that and that there are better ways for them to, uh, be original in
076their work. >> Can I ask real quick? Yes. >> When you talk about academic integrity and what infractions you saw, are we to assume that it's a lot? It's uh it can't be all AI or is it all like do you have what those most common infractions were by students? >> So I mean we have details of those students. It would be a combination of them using other people's work um which is not going to be AIdriven but it is usually technologydriven. uh they have a document that they're sharing or someone sends something uh so that they can look at it or you know there is still like the old school like I wrote this on my arm or I have this card at the back of my uh calculator and things of that nature.
077Um but the the AI portion uh is interesting and that hasn't been something that we looked into specifically what portion of this is AI. Uh but that is definitely something that people have been focused on as it's impacting the classroom in the in the students ability to or wish to be original in their work. I'm just wondering, I know we talked before about AI and how there's really we don't have a lot of parameters on what can and can't be copy and pasted because we don't know yet, right, with with our system. Um, but like when when students come into an English classroom, there might be a time where they're going to use that time to create a writing piece. Mhm. >> Do we have lock down ability when they're in that English classroom like
078a parara or some type of a thing where you're going to say, "Okay, you're there's no way for them to cheat because they are writing in a lockown setting on their computer." >> Yeah, we have exactly that the the HAR program uh with the teachers and you know they can limit what you have available to you. they can also freeze so that they are dictating what you're able to use uh and you know put the guardrails on so that they're not going to AI machines to create their original thoughts >> and is a part of training something that is part of what will be happening with AI training is that something that the committee is looking at >> I would have to ask about the AI committee and the work that they're specifically looking at
079>> it it isn't related to HPA we've had for a number of years so that that the the use of that tool that you're talking about we've been using and we have that that functionality of it. We do have another tool that we're going to be uh rolling out and there will be professional learning that will be associated. >> We can have it but if teachers aren't trained in it. >> No, they're trained. >> We have Yeah, we have had uh professional development sessions where teachers can elect to go if they want to use HPA. they've been they can go through their like our teachers or our instructional coaches are leading that um and leading sessions on HPAR about the different features that they can use how they can lock it down how they can
080you know use it throughout class how they can use it mentally um so we do offer that for sure >> okay >> we also have drop in support and those kinds of things that as teachers need it they can get the help they need >> because this the AI thing is a new new committee right if I'm remembering correctly >> and who's on like how is how is who's on >> there's a representative of teachers and administrators from across the district >> and then they've even broken into subgroups by content area. >> So there's been like a CS subgroup, there's been a English teacher subgroup >> so that we're hearing voices from all the different wonderful >> very much so. I would just say the last thing on that partnering with that AI committee is
081really trying to create like a common language for both students, teachers, and families to understand when you're allowed to use what and to what extent. Uh because, you know, AI has kind of uh happened so quickly that we know like we're still trying to figure out exactly how we can dictate what the students should be using, when they should be using it, so it's predictable just like a rubric would be in like in the classroom. And it and it's a tool we want our students to develop their in their understanding and their use of it. Right? It it is a life a life skill tool that um we want our students to be prepared when they when they leave 99. and our path coordinators in working with students through the modules to kind of retach
082expected behaviors around academic integrity identified this year that we've we've got a gap in kind of how we're able to differentiate that learning for students especially with like our EL students who are coming from a whole different educational system and not even just the vocabulary academic integrity is a lot to chew on for them. Um but so not understanding even that what they did was a violation of our academic integrity policy. And so um looking at how we're going to push into EL classes next year to proactively teach some of those things. Um so I mean this was the first year under this new framework with academic integrity and you know we we saw very very low recidivism. Um, and I anticipate it will only get lower as we get better about knowing what we
083need to teach to whom, how, and when. And tying to this the handbook, there is some language changes related to our academic integrity, right? And so it's from the lessons that we learned this year to make it clearer for the students, for our staff, right? Making sure that it's it's of the uh assessments of learning, right? that that it this is applying to the assessments for learning, our course team decisions and and things along those lines. So that is clearly spelled out in the in the revisions to the handbook. >> We had new language in the handbook this school year for cell phones as well. Um and we've got documented there the number of total referrals and then the number of unique students. So, um, South saw more students repeat the behavior than North did.
084Um, and in general though, we're continuing to learn and there was just legislation. Um, so I guess you know if you want to advance to the next slide for me on the right hand column, watch legislation. We just watched it happen. Um, so every school district is required to have a policy similar to what we have in place um, for next year, but we're continuing to do learning as well around what, you know, we also have young adults in our buildings and how do we teach them to be responsible, follow our rules, yes, but also prepare them for the notsodistant future when they are employed and need to be disengaged from their phone when they are in a lecture hall at college and need to be disengaged and so on. Um, and so Angela Duckworth
085um has done a lot she's the same uh researcher who researched grit and wrote a book about it maybe 15ish years ago now. Um, but she has done a lot of uh research around cell phones in schools. Um Patrick let me know that because of him we participated District 99 participated in said survey. Um so we're included in her data. Um but one thing that she speaks about is situational agency. Um and it's what we many of us do anyway, right? Like if you want to make sure you exercise in the morning, you're going to be more successful if your shoes are right next to your bed, your workout shoes, right? when I go to the grocery store, if I can say no to the candy aisle once, the chocolate doesn't wind up in my
086pantry. So, I don't have to say no to it every time I walk past the pantry. So, similarly, what her research found is that the further away the phone is, the higher the GPA. So the kids who study with their phones here are less are more distracted by their phone than the kids who have it on the other side of the room and have to get up to go check it who are even less success who are more successful than the ones with it here. But the ones who have it, you know, charging in the kitchen outside of the space where they're studying are most able to be um engaged in their learning. Um and so we plan next year to continue the the use of the phone pouches and um that phones, you know,
087if they're visible in the classroom without explicit adult permission, um that's a referral. And so we, you know, will see high numbers of cell phone referrals probably um initially until kids adjust those behaviors and those uh not obsessions, behaviors like patterns like uh routines, rhythms, >> habits. That's the word I'm looking for. Thank you. Yes, those habits >> and included in those revisions as well, right? Instead of talking specifically about phones, we're talking more about personal devices, >> right? So, um smart glasses are uh becoming more of a thing, right? So, being clear that if they're using smart glasses that could be asked to put those in the in the holder, right? So, we're going to communicate that well. Um because some of times they're prescription, right? So then what do I do with those?
088So be clear that that that is that is something um that that could also that that goes in the in the pouch. So instead of just focusing on cell phones, we have the pouch. It can fit more than a cell phone uh in there. And just doing a first read through that uh through that legislation, we have things in place that that are going to carry us through 2030, right? So the 2030 2031 year is when we would need to address and that'll give ISBY time to write their guidelines and regulations and uh we can see what what exactly that looks like. But we're we're well positioned um with the recent legislation that was passed sometime early this morning. Any questions about any of the the components that we covered in the behavior? We're seeing
089we're seeing an impact on all areas related to the the decisions uh that we made last year and that we put into place this year. Positive. >> Okay. Good. So going right along into the uh student uh and family handbook, I will say that the athletic activity handbook, there are no changes right to that. Um when we look at the uh the handbook changes for uh we covered most of them as we were talking uh through this. Um we added loss of privileges to all of the um different consequences as a component that could be utilized. um we have found that that has a a nice impact on students, right? Um having just one thing uh doesn't usually work. You got to find out what works for for students um as they're as they're going.
090So um the the additional uh the search for with using a handheld uh metal detector, we have that as a a clarifying uh option for us, right? If that is if that is needed. talked about loss of privileges and then we talked about uh in the last presentation of the assessment of learning versus assessment for learning. >> So any handheld metal detectors used entering the building? >> No. If it's a search in a dean's office. Okay. >> We we have reasonable suspicion and we may use a a wand. >> Okay. >> Yeah. I was worried about profile. >> No. But it it also could be used as part of our our exit or our entry strategy, right, with the student. If there's a if there's a concern that we have with a a student, it
091could be >> Yeah. If we have reasonable suspicion and we're searching, then yeah. >> So, these are up for approval uh at the next board next. So, if you have any questions between now and then, go ahead and reach out. It's kind of like a policy revision because ultimately a handbook is board policy after the board approves it. Uh school resource officer agreement with Downer's Grove. Uh we have a school resource officer in each of the two schools. Uh they are Thank you Karen and Patrick. >> Good job. >> Appreciate you guys. >> Good job. Thank you. >> Uh we have a SRO in each of the buildings. uh they are employees of the village of Downers Grove as Downers Grove Police. Then we have a uh an agreement with them, an intergovernmental agreement that
092outlines all of the practices. Over the years, we have we've had an intergovernmental agreement with them for decades. Uh that has had like minor updates here and there. A few years back, uh Chris, you probably were on the board when we had the body worn cameras added. Uh so we've had addendums over the years. This year, because of changes in state law, there's a total rewrite of that agreement. Uh that has been reviewed both by the board's attorneys and the village attorneys. So it's all all legal uh stuff aligning with changes in state law. Uh, so, um, ultimately I I can do my best to answer questions for you, but really this is something that the attorneys have worked out and is aligned with all all of the changes that have occurred over the last
093couple of years regarding SRO's. Um, this also comes back uh for approval at the next board meeting. So, I just encourage you to take a look, reach out if you have any questions, happy to answer those for you. uh collective bargaining agreement with the CMG staff. This is an action item this evening. Um I shared the summary of well the actual contract with the board and a summary of changes. Uh this has been a great process uh with the CMG bargaining team. Uh it was very collaborative. Um I think we spent less than 24 hours in face toface time working through it. Uh it's a three-year deal and uh we're really happy with both uh having this agreement in place. It was ratified by their group with 100% yes uh and contained some creative ideas
094of like uh cost savings of or cost sharing of savings that can be captured through that team. Uh so the administration recommends that the board approves this later this evening. Any last questions on this? All right. Also, uh oh uh last one, discussion topic for the board. Um sometimes, uh the board has additional workshops where we bring in we do the starting right workshop following board elections. I'm just putting it here for you to think about um or if there was any discussion at the table. uh we can do in the years we aren't doing starting right workshops we can do ISB comes in and does just board goal setting or board self evaluation workshops or those kinds of things uh they can do board governance a variety of different items. So um if there's
095anything that you would like for me to arrange for uh you know over the summer or at the start of next year uh please let me know. Um, I don't know if there's anything that you wanted to discuss at a board as a board at this point or if you wanted this to come back again in the future. Turn it over to you. >> I like the idea training self-evaluation. I I would be supportive of something like that in the off years from the elections where we're, you know, >> Yeah. I like to see what like what list what's available. Sure. >> And how that breaks down different categories. I would imagine there are categories within what is offered >> to see what would best fit us in this off year where there isn't a
096new turnover. >> Okay. >> This might I don't know if it's appropriate, but it might be a good time to evaluate what we look for in a superintendent. >> You could start those conversations. Yeah. Hopefully when I retire, not in the meantime. >> Just want to keep you on your toes. >> Yeah. Thank you. >> All right. I will reach out to ISB and I'll provide you guys a like a menu of options that they bring and and we can see from there. >> Thank you. All right. Uh action items. Um, first off, can I get a motion from board of education approve personnel actions appointment certified with absence certified appointment classified as presented? >> So moved. >> Second. >> Chris moves. Katie seconds. >> Thank you. Chris Espinosa. >> I >> Katie Courtourtney. >>
097Hi. >> Ken Dawson. >> Hi. >> April Fein. >> Hi. >> Michael Riskey. >> Hi. >> Cara Casten. >> Hi. >> And Don Rener. >> I. Motion carries. And then item B. Can I get a motion from the board of education to approve the July 1st, 2026, June 30th, 2029 agreement between the custodial maintenance and grounds employees and the board of education of district 99. >> So moved. >> Second. >> Thank you. Ken Dawson. >> Hi. >> Chris Espinosa. >> I April Fein. >> Hi. >> Michael Riskey. >> I. >> Cara Casten. >> Hi. >> Katie Courtourtney. >> Hi. >> And Don Rener. >> I. Motion carries. And just want to say congratulations to the administrative team as well as the MG uh representatives who uh worked hard in getting that agreement in place. >>
098Thank you. Uh I'd like to circle back. There was one more thing in board planning for next year that I missed. Uh we are joined this evening by your next board secretary, Evie Sherman. >> We're excited to bring Eevee on board. She's currently serving in a similar role in uh West Chicago District 94, similar high school district uh just up the road. So, we're excited to steal her and bring over her expertise uh to our team. So, you'll be seeing a lot of Eevee next year. She's already shadowing, spent the most of the day here with uh Julie uh drinking from the fire hose. Get ready for district 99. So, uh please at the end uh introduce yourselves and say hello. All right. Item six, second reception to visitors. >> Jerry, you made it. >>
099Jerry Kiluk, Davos Grove resident, District 99 employee. I am here to witness the significant moment. First time ever CMG employee have a contract with board of education. I want to say thank you to the board of education to approve the contract. I want to thank you to CMG employee union and administration staff for hours and hours of commitment to compromise and seems like fair contract for everybody. Thank you. >> Thank you, Jerry. >> Thank you for coming tonight. >> I didn't even have to count down Jerry's three minutes. All right. And finally, um, can I get a motion from the board of education to go into close session under uh, open meetings act exception number one for personnel and open meetings act exception number two for collective negotiations. >> So moved. >> Second. >> Thank
100you. Ken Dawson. >> Hi. >> April Fein. >> Hi. >> Um, Michael Riskey. >> Hi. >> Erica Casten. >> Hi. Katie Courtourtney I >> Mr. Espininoza >> I >> and Don Rener. >> I motion carries and for the members of the public the only action that we will be taking when we come out of close session will be to adjourn. All right, we'll take a short